Library professionals in academic and school libraries are in an ideal position to demystify data literacy and design effective library-led data literacy programs which extend beyond the classroom. Using a flexible and hands-on framework that enables them to understand the data landscape and their librarys data literacy needs can spark inspiration and provide guidance for library-led data literacy programs that engage with current and emerging data literacy tools and trends.
With the rise of data creation, commercialization, insecurity, and consumption, its important that school and academic libraries are responding to these trends in meaningful ways. This presentation aims to offer a holistic framework for library-led data literacy practices that can work in a school setting by engaging with the OLAs Student Inquiry Process and the Problem, Plan, Data, Analysis, Conclusion (PPDAC) Model from statistical methodology. A library-led data literacy program for schools would identify and define data literacy, address the data literacy needs of the staff, faculty and students, use evidence from successfully integrated data literacy programs, understand the application of data literacy beyond the school, and inform and reform the tools and models that are supporting data literacy programs. This framework positions library-led data literacy programs in school and academic institutions as an integrated, hands-on, and inquiry-based practice that library professionals can use and adapt to their library to support an overall library-led literacy program.